NR 305 Week 4 Assignment, Visual Teaching Tool Presentation (Stress and Time Management) Already Graded A

NR 305 Week 4 Assignment, Visual Teaching Tool Presentation (Stress and Time Management) NR_305 Week 4 Assignment, Visual Teaching Tool Presentation (Stress and Time Management) NOTE: Please do NOT remove any of the text on this form. Do NOT use any other form but this one. Fill it in and submit in its entirety to aid in its grading. Your Name: Date: Purpose: The purpose of this Patient Teaching Project is to develop a patient teaching plan and create a visual teaching tool aimed at promoting health and preventing disease for a specified patient population. Directions: • This Teaching Plan is Part 1 of the Patient Teaching Project. You will use this Patient Teaching Plan to create a Visual Teaching Tool in Part 2 of this project. • You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the ".docx" format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at . Click on the envelope at the top of the page. • Type your answers on this form. Click Save as and save the file with the assignment name and your last name, e.g., “NR305_W4_Patient Teaching Plan Form_Smith”. When you are finished, submit the form to the Drobox by the deadline indicated in your guidelines. Post questions in the Q & A Forum or contact your instructor if you have questions about this assignment. • The use of correct terminology, grammar, and spelling is important! Please write in full sentences. References should be written in APA format. Utilize in-text references when appropriate, and list all references in the space provided at the end of the worksheet. Patient Teaching Plan HEALTH TOPIC ANSWER State the topic you have selected for your Teaching Project. (Please select from the list provided in the Teaching Project guidelines located in Module 4.) I have selected stress and time management as my topic for the patient teaching plan. Stress levels can impact a patient's overall health status. Prolonged stress has been shown to increase the risk of cardiovascular conditions and mental health conditions such as depression (Beutel, Zwerenz, & Michal, 2018, p. 1). Chronic stress can lower the levels of serotonin in the body, which helps with appetite, sleep, and memory function. Eating a healthy diet can help maintain or increase the body’s ability to produce serotonin (Stress and Nutrition, 2018, p. 87). During times of stress, patients may be at an increased risk for poor nutrition by overeating, undereating or eating unhealthy foods. Poor time management skills may increase stress levels. By providing education on stress management techniques and providing tips for time management skills, the nurse may be able to help patients improve their overall health. POPULATION ANSWER Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool. I have selected freshman college students as my population target. I would also invite any higher-level college students that are struggling with these topics if there is interest was identified. Higher-level college students have often overcome the initial challenges of adjusting to college routine, but may still be struggling with stress levels and time management concerns with heavier class loads and assignments. Stress is an unavoidable part of daily life and is becoming more frequent and troublesome among college students (Weijia, 2019, p 437). Current freshman college students are typically aged 18-20, and are from what is generalized as “Generation Z.” Joan Hope, author and editor for Successful Registrar, described Generation Z college students as actively motivated by relationships and have a fear of letting other people down, and feel that their closest role models are their parents. College students also are proficient with using technology having information at their disposal at all times; they are used to spending a great deal of time using technology often on more than one device at once. (Hope, 2016, pgs. 6-7). The percentage of high school students directly entering college after graduation was 69.8% in 2016 (The NCES Fast Facts, n.d., para. 17). Young adults entering college face a great deal of stress in adjusting to this new level of education and often struggle with time management to effectively get assignments completed on time. College students are attempting to adjust to life away from home. Students need to form a sense of self and establish new friendships while exercising their independence and self-regulation. (Mahfouz et al., 2018, p. 2). New college students may be struggling with time management for class assignments and projects, social events, and work schedules. Students report causes of stress to include being homesick, managing tasks and social activities, and relationship stress. Students additionally find the causes of stress to include maintaining grades, financial concerns, and adjusting to a different routine (Mahfouz et al., 2018, p. 7). “Because of the many challenges faced by college students, particularly those who are entering college for the first time, good stress management support at colleges and universities is essential for the retention and success of students and for their health and well-being” (Morgan, 2017, p. 285). By providing support and education tips to college students, they may be able to handle and healthily cope with stress. BARRIERS ANSWER What are some potential learning barriers for this population of learners? (Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.) Barriers that may be present for educating college students in stress and time management could include time to devote to the education session. College students may be struggling to manage their time to incorporate all that is required in their classes. Some students may not be able to work the session into a daily schedule. A second barrier that may be present may be a financial burden. College students may be required to work to cover the cost of college or living expenses. A third barrier that may be present includes the ability to obtain a location to complete the presentation. The campus may not have a consistent room for me to hold multiple presentations. I would like to present at least 2 sessions but may need to have more if there is an increased interest based on the sign-up sheet. A fourth barrier may include cultural and personal differences. Some cultures believe strongly in meditation in overall well-being, while some people may feel this goes against their religion by mimicking other religious practices. Describe how you could develop your Visual Teaching Tool in a way that will address these potential barriers. I would keep my presentation short and would plan to offer at least 2 sessions on different days to help provide more options for students who are struggling with time management be able to attend. To determine interest in the sessions, I would utilize a sign-up sheet. I may need to add additional sessions based on interest. I would offer a free of charge session to all interested college students, with a focus on freshman students. I would work with the campus to secure a location to hold the sessions and request that all meetings be in the same place. This might help students locate the room and not arrive at the site for the first session if the second was in a different location. I would maintain a non-religious stance through my presentation. I would refrain from using religious phrases or claims. SETTING ANSWER Where do you plan to utilize your Visual Teaching Tool? (Examples: primary care clinic, health fair, school, etc…) I would work with the college campus and inquire about a consistent site at the facility that I could use for short periods to conduct the sessions. The site would need to have a wall or screen along with a projector that I could use to share my PowerPoint presentation with the audience. I would utilize a sign-up sheet on the information board, in the college clinic, or in the college newsletter to determine the amount of student interest in the presentation before discussing with the school to ensure enough space for potential attendees. I would try to keep sessions small so that all attendees are able to see the presentation and have the ability to ask questions. Will you be teaching one-on-one, in small groups, or to a large crowd? I would aim for small groups when presenting my sessions. I would prefer a session size of no more than 15 attendees. I also realize that I may need to increase this if there is a high volume of interest based on the sign-up sheets. I feel that a group size of no more than 25 would be suitable for this topic. By holding sessions in small groups, this may allow for more interaction between students and myself as the presenter. LEARNING OBJECTIVES ANSWER Write three specific learning objectives your visual teaching tool will address. Example: At the end of this education, the learner will be able to list 3 benefits of regular physical activity. 1. At the end of this education, the learner will be able to describe 3 methods to help lower stress levels. 2. At the end of this education, the learner will be able to recall 3 tips to improve time management 3. At the end of this education, the learner will be able to identify 2 health risks of stress. EVALUATION ANSWER Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting. I could evaluate the success of my visual teaching tool through a post-session questionnaire. I could ask each attendee to complete a short (no more than 5 questions) survey before leaving the location. I would include questions such as “Name 3 things you can do to help with time management”, or “List two health problems that can happen if someone has high levels of stress for a long time.” I also could incorporate in-session demonstrations, having the attendees demonstrate what we are talking about, such as deep breathing. I may also be able to determine if the visual teaching tool was successful by the amount of interaction from the students. If the students in attendance are interactive and present questions that I can address or provide further examples, I may be able to report the session was successful. On the contrary, if no students ask questions and are not interactive, I may need to reevaluate my teaching tool. There is also the option of utilizing an online survey, such as S to have students provide feedback after the session. REFERENCES ANSWER List any references used to create this Teaching Plan in APA format. (Hanging indent not required.) Remember to also use in-text citations within this document, when appropriate (Author, year). Beutel, T. F., Zwerenz, R., & Michal, M. (2018). Psychosocial stress impairs health behavior in patients with mental disorders. BMC Psychiatry, 18(1), 1–13. Hope, J. (2016). Get your campus ready for Generation Z. Successful Registrar, 16(7), 1–7. Morgan, B. M. (2017). Stress Management for College Students: An Experiential Multi-Modal Approach. Journal of Creativity in Mental Health, 12(3), 276–288. Mahfouz, J., Levitan, J., Schussler, D., Broderick, T., Dvorakova, K., Argusti, M., & Greenberg, M. (2018). Ensuring College Student Success Through Mindfulness-Based Classes: Just Breathe. College Student Affairs Journal, 36(1), 1. Retrieved from Stress and Nutrition. (2018). IDEA Fitness Journal, 15(7), 87. Retrieved from The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (n.d.). Retrieved March 23, 2019, from Weijia Shi. (2019). Health Information Seeking versus Avoiding: How Do College Students Respond to Stress-related Information? American Journal of Health Behavior, 43(2), 437–448.